Positive Student Learning Outcomes Research Articles

From nonprofits to neighbors: Exploring the locus of campus-community partnerships

Service learning and community engagement (SLCE) have become near ubiquitous across U.S. higher education. While much scholarship has demonstrated positive student learning outcomes of SLCE, there has been unequal consideration towards understanding the experiences of communities involved. Because community voices and perspectives have been largely missing from literature, this paper, drawing on a community-based case study, and neoliberalism as a theoretical framework, uniquely explores the significance of SLCE at one institution from the vantage point of community members, notably local residents. As a result of the community contributions shared, this paper offers a way of thinking about SLCE “from nonprofits to neighbors” with an aim of (re)imagining SLCE with those who have often been left out of research.

Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies

Teachers' self-efficacy in instructional strategy has been indicated for its crucial role and function and its profound implications on teaching practices and student outcomes. This study aims to illuminate the intricate relationship between teachers' self-efficacy and their utilization of instructional strategies. Drawing upon Bandura's theory of self-efficacy, mixed-method research with convergent parallel design was employed to explore the perceptions and experiences of Indonesian EFL (English as a Foreign Language) teachers regarding their confidence in employing diverse instructional techniques within the classroom context. The data were collected through a questionnaire completed by 36 EFL teachers and semi-structured interviews involving six teachers. The results show that self-efficacy is pivotal in shaping instructional practices and highlight the need for targeted support and professional development initiatives to enhance teachers' confidence and competence in effectively employing varied instructional strategies. The results also show that learning facilities, time constraints, and curriculum change posed significant barriers to adopting certain strategies. This research contributes valuable insights to the field of EFL education, offering practical implications for teacher training programs and curriculum development efforts to optimize classroom dynamics and foster positive learning outcomes for students

Bringing engineering into primary science classrooms using engineering design and community of practice approach—An evaluation of STEM × Play program

Due to the rapid growth of STEM-skilled jobs, there is an urge of introducing engineering in earlier years of schooling to not only flourish students’ motivation and interest but to also acquire the required skills for surviving in the high digital demand environment. This paper aims to share an innovative pedagogy–STEM × Play in-curriculum program and to report the post-program evaluation of primary school students’ perceptions about and attitudes toward learning STEM and teachers’ perception of teaching STEM. There was evidence of positive student learning outcomes including critical skills needed for STEM professions such as comfort with failure, collaboration, critical thinking and problem solving. Mentors from universities and industries were found crucial for improving teachers’ STEM skills.

Discussion forums and student engagement: A social network analysis perspective

AbstractOnline courses frequently use discussion forums to enhance student engagement, an approach that is critical to fostering positive student learning outcomes. Because discussion forums are common in online classes, many instructors rely on summary statistics and self‐reported measures to assess student engagement. However, these metrics overlook the structural and relational dimensions of student interactions in discussion forums. To complement those other metrics, this study uses social network analysis to examine interactions in a discussion forum to expose the structural and relational dimensions of student interactions. We aggregated data on student interactions in a discussion forum for an undergraduate class with 31 enrolled students. The graphical representation of student interactions in the discussion forum revealed the social positions and roles of students and exposed the strengths and weaknesses in the structural and relational ties. Mathematical analysis accurately measures student interactions in the forum using measures of centrality. Both of those analyses enabled the description and comparison of interactions at the group and individual levels. Social network analysis is a practical method that adds another perspective to our understanding of student interactions in discussion forums. The outcomes of social network analysis can help instructors design courses, devise appropriate teaching interventions, and effectively use forums to engage students to improve learning outcomes.

Identifying best practices for virtual nursing clinical education: A scoping review.

COVID-19 forced nurse educators across the world to rapidly shift clinical experiences from face-to-face to the virtual world without identification of best practices to guide this transition. The purpose of this review was to identify best practices in virtual clinical experiences for undergraduate and graduate nursing students using the Community of Inquiry model as a framework. A scoping review was conducted using the Joanna Briggs Institute Scoping Review process. Ten databases were searched systematically for literature related to virtual nursing student clinical experiences. The 36 articles retained for review were appraised using evidence-based rapid critical appraisal tools. The literature suggests virtual clinical experiences may positively impact clinical reasoning and judgement; knowledge gain, retention, and application; affective learning; communication and teamwork; competence; engagement; confidence; and satisfaction. However, increased anxiety, frustration with technology and access, difficulty asking questions, and increased cost were reported. Additional considerations included appropriate faculty training, student support, and accreditation and board certification requirements. Standards related to virtual clinical experiences and simulation for advanced practice registered nurses needs further study. Virtual clinical experiences resulted in positive student learning outcomes. Through the provision of quality virtual clinical experiences, nurse educators have the potential to maximize student learning and professional growth.

The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency.

This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing. Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes. Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points. Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed. The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes.

Radiographers' perceptions of first year diagnostic radiography students’ performance following implementation of a simulation-based education model

IntroductionSimulation-based education (SBE) partially replaced the clinical placement learning for a cohort of first year students on a BSc (Hons) Diagnostic Radiography programme. This was in response to the pressures on hospital-based training caused by increasing student numbers and following increased capability and positive outcomes for student learning in delivering SBE as a result of the COVID-19 pandemic. MethodsA survey was distributed to diagnostic radiographers, across five NHS Trusts, involved in the clinical education of first year diagnostic radiography students at one UK university. The survey sought radiographers’ perception of student performance in undertaking radiographic examinations, safety procedures, knowledge of anatomy, professionalism, and the impact of embedding simulation-based education through multichoice and free text questions. Descriptive and thematic analysis of the survey data was undertaken. ResultsTwelve survey responses from radiographers across four Trusts were collated. Responses indicated the majority of radiographers perceived students to require the expected level of assistance in undertaking appendicular examinations, applying infection control and radiation safety measures, and had the expected level of radiographic anatomy knowledge. Students also interacted appropriately with service users, demonstrated increased confidence in coming into the clinical environment and were receptive to feedback. Some variation was noted, particularly in professionalism and engagement, though not always attributed to SBE. ConclusionReplacement of clinical placement with SBE was perceived to have provided appropriate learning opportunities and some additional benefits, however it was felt by some radiographers that SBE could not replace the experience of the real imaging environment. Implications for practiceEmbedding simulated-based education requires a holistic approach and close collaboration with placement partners to ensure complimentary learning experiences in the clinical placement setting, and support achievement of the learning outcomes.

A student-staff partnership conducting research in higher education: An analysis of student and staff reflections

This article reports on an analysis of reflections by students and staff following a student-staff partnership which conducted a qualitative exploratory inquiry case study on student mental health in higher education. Following completion of the inquiry, two engaged students and the principal investigator reflected on their experience of the partnership. The analysis resulted in the following categories: a) benefits, b) support for learning, c) motivations, d) impact, e) outputs, and f) limitations. Students learned research skills, enhancements for learning/career and empowerment. Staff experienced an eased ability to conduct research and the rewards of seeing students develop new skills. It is recommended stakeholders in higher education continue to invest in student-staff partnerships in the context of research studies and mental health inquiry to foster opportunities for positive learning outcomes for students, staff, and institutions.

A Paradigm of Practicable Equity and Inclusion: Heeding the Call to Shift Both Mindsets and Methods

“You’re blind, so I advise you to choose history as your major.” The American Chemical Society and our home institutions have established Diversity, Equity, Inclusion, and Respect (DEIR) as core values. “You’re blind. Just sit in the corner and take notes as the other students dictate their observations to you.” But how do we operationalize this call both to implement our DEIR values and at the same time challenge our own assumptions about the differently abled? “I can’t imagine being a chemistry major if you can’t see the color changes!” This commentary describes my journey to better embed DEIR values into my work as a chemist and educator, and hopefully it will be useful to you as you wrestle with similar topics. “You want to be a chemistry major? Have I got an undergraduate research project for you!” The journey begins with a simple yes answer and proceeds through a challenge to underscore an enthusiasm for DEIR practices with a more distinct theoretical foundation that undergirds our DEIR-focused work. This requires expanding our toolkit in the basics of quality teaching with an emphasis on positive student learning outcomes and experiences, all geared toward greater representation and broader participation in the chemical enterprise. Importantly, this also requires a change in perspective─a new paradigm in which DEIR objectives inform the very structure of our educational system. In summary, this commentary recounts the resources that allowed me to change my educational paradigm, many of which came from outside the world of chemistry.

Coaching and teaching performance in higher education: a literature review

PurposeThe purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.Design/methodology/approachThe authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.FindingsThrough this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.Practical implicationsDeveloping coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.Originality/valueThis is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

Educating Future Police Professionals Amid Covid-19 a UAE Perspective

Abstract In 2020, as the world focused efforts to address the humanitarian challenges presented by the Covid-19 pandemic, the global education community was similarly challenged to demonstrate resilience and innovation to support a level of ‘normality’ for students at all levels and professions. The research presented in this article offers insight into the preparation and deployment of transitioning education of police students from face-to-face delivery to online delivery in an environment historically unfamiliar with online learning delivery. The results indicate the critical attention placed on the preparation for transition beyond only subject matter delivery, for both students and faculty was pivotal in the resultant positive student learning outcomes. The approach to transitioning to the online learning delivery environment, the early trending data for which indicate minimal impact on achievement of learning for students, contributes to the decision making for education institutions centred on developing resilience professionals such as police officers.

Research Group-Led Undergraduate Research Program: Analyzing and Improving a Versatile Springboard for First-Year Undergraduates

Increasing access to undergraduate research is critical in efforts to retain students pursuing careers in STEM. Alternatives to traditional research positions, such as course based undergraduate research experiences (CUREs), have played important roles in engaging more undergraduates in research. However, these opportunities are only a subset of possible nontraditional research experiences which can enrich the undergraduate experience. In this study, we critically examined and improved the research-group-led undergraduate research program (GURP) to better meet the needs of undergraduates seeking research. Specifically, we investigated if the program was successful with a greater diversity of data sets, if assessments of learning were consistent across different data sets and teaching environments, and if the program promoted student engagement in research. We have found that this model is scalable, robust, and adaptable to different implementations while producing consistent and positive learning outcomes for students. Especially remarkable are students’ increased self-identification as scientists and statistically significant gains in self-perceived competency across multiple domains of knowledge. This program model has shown promising results as a partially and fully online research experience for undergraduates and has benefited program alumni in their research careers. To assist research groups starting similar programs, we have created public data sets and instructional resources. We believe that GURP programs can work in a variety of situations and hope that they can become a tool to increase interest and build communities for young researchers.

Telepresence with Hologram Effect: Technological Ecosystem for Distance Education

One of the most significant challenges of telepresence distance education is to bring the professor and the students closer together in a synchronistic educational experience where the professor is perceived as anatomically proportionate. Telepresence, an educational technology ecosystem using holograms, offers a way to solve this technological challenge. Our mixed exploratory research investigating this methodology had two purposes: (1) propose the key elements to teach distance courses synchronously in an educational technology ecosystem, and (2) demonstrate the technological, didactic practices that result in positive student learning outcomes in several specified courses. This methodology included applying a student questionnaire to collect their perceptions of the educational experience. The scores and written comments from the questionnaire were analyzed using Grounded Theory. On a Likert scale from 1 to 5, the students scored their educational experience, attaining a mean of 4.05. The positive perception affirmed that they valued: (a) recreating the natural dynamics of face-to-face classes, where the students perceived their professors as being physically present in the classroom; (b) professors renowned in their disciplines; (c) professor–student and campus and intercampus learning community interactions, and, finally, (d) class design and content. The main conclusions of this research were that students positively perceived the “wow” effect of the technology, feeling comfort, amazement, interest, and engagement. In addition, we found that professors and keynote speakers with excellent pedagogical skills and experts in their disciplines were well appreciated. Key elements for the success of the experience were professor-student, campus, and intercampus interactions and the quality of the technological and communication infrastructure.

Improving Special Education Service Delivery Through Interdisciplinary Collaboration

Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to implement the student’s program and achieve the common goal of improved student outcomes. With support from the literature, this paper discusses the core components of Bronstein’s Interdisciplinary Collaboration Model (2003); and elucidates how professionals share their content knowledge and technical skills with each other, collaborate in instructional design, and gain a firm understanding of each other’s discipline in practice. Practical applications that promote interdisciplinary collaboration between adapted physical educators, special educators, related service providers, and parents to improve service delivery and learner outcomes are shared.

How to Apply HOTS-based E-learning in Higher Education?

This research is qualitative research with the type of case study to describe the implementation of e-learning based on HOTS in higher education. E-learning is a necessity that must be used by lecturers when teaching at universities, especially during the current pandemic. The learning must be based on HOTS as the demands of the industrial revolution 4.0 and society 5.0, to produce prospective teachers who can guide their students to have the ability to solve problems in life. The research subjects were 196 people who took the Philosophy of Science course at the PPKN PIPS FKIP Study Program, Mataram University. Data were collected through observation techniques, interview documentation, and tests. After conducting a holistic and specific qualitative analysis, the results show that HOTS-based e-learning is carried out through the stages of preparation for the implementation of learning and evaluation for 16 learning activities. The contents of the activities include discussion of textual material, independent contextual exercises, and completing exams. During the activity, lecturers and students gave positive responses to various supporting factors and existing challenges. This activity has an impact on the acquisition of positive student learning outcomes. As a follow-up suggestion, full vigilance is needed to seek more varied activities to be actively involved in learning activities and successfully pass lectures.

"Collaboration Toward One Collective Goal": A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course.

Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied.Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data.Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement.Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.

Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education

ABSTRACT Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers’ reports on a scientific methods assignment completed during their fifth school placement. The student teachers were each required to conduct a focus group interview with a group of pupils. The overall aim of the assignment was to integrate aspects of inquiry-based learning and a profession-oriented approach. Our analysis demonstrates that the scientific methods assignment qualifies in some ways as a profession-oriented, inquiry-based learning assignment. However, several aspects of the assignment need to be improved and further developed to optimise its potential. The paper is concluded with some suggestions for further developments.

Instructional strategies: Teaching nursing in today's diverse and inclusive landscape

In today's university and college programs, it is crucial for nurse educators to value and embrace diversity and inclusion. Positive student learning outcomes result when all learners are valued, respected, and appreciated. Therefore, faculty training on the importance of diversity and inclusion and the use of evidence-based instructional strategies in the classroom setting is vital towards encompassing a learning environment that embraces diversity and inclusion for all. Additionally, faculty training that incorporates self-reflection with the purpose of gaining insight into one's cultural views and upbringing, is valuable to identifying any potential biases. This article benefits nurse educators at all program degree levels and settings as it provides insight into creating a diverse and inclusive learning environment. Furthermore, aids in discovery of own potential stereotypes and biases, and equips educators with evidence-based strategies to manage, foster, and promote optimal learning environments for all students.

The Effects of Dogs on Learning: A Meta-Analysis

ABSTRACTIntegrating dogs into learning environments is becoming more prevalent as growing evidence demonstrates positive benefits of dogs on human functioning. To date, there is no known quantitative review of research that specifically investigates the impacts of dogs within school/classroom environments. We sought to fill this gap with a meta-analysis that includes a comprehensive search investigating the effects of dogs on learning with ele- mentary, middle, and high school students. Specific outcomes investigated were reading, social skills, and emotional/behavioral skills. In addition, we also sought to understand how characteristics of students and dogs and method- ological features facilitate the effects of animal-assisted learning on learning outcomes. After an extensive search for studies meeting specified inclusion criteria, data from 20 studies were extracted yielding 66 independent effect sizes. In general, results showed that the inclusion of dogs within learning environments produces positive learning outcomes for students. We conclude with limitations and implications of the review.

Four Pedagogical Dimensions for Understanding Flipped Classroom Practices in Higher Education: A Systematic Review

Despite being widely adopted in higher education to support student-centred learning, the pedagogical design of flipped classrooms has been criticised as lacking in theoretical framing. This study proposes that the pedagogical dimensions of personalisation, higher-order thinking, self-direction, and collaboration can be used as theoretical lenses to deconstruct how flipped classroom practices support student-centred learning. Through a systematic review of 56 cases from 51 studies of flipped learning implementation published in peer-reviewed articles, this study found that flipped classrooms personalise learning through resource and teacher access, develops higher-order thinking through problemsolving, and engages students in collaborative learning through both peer groups and design groups. Trends of positive student learning outcomes are more consistent among cases that support collaborative learning and student selfdirection of learning performance review by repeated application and remediation. Nevertheless, majority of the cases reflect students having limited personalisation of learning choice and structured collaborative processes are seldom used apart from the few cases implementing team-based learning. The theoretical applications of the four pedagogical dimensions as well as the implications for the future research and practice of flipped classrooms are discussed.